Unit Topic: Cluster 1, The First Peoples and Nouvelle ...



Unit Topic: The First Peoples and Nouvelle-France (to 1763), Cluster 1, Chapter 2

Lesson Topic: Nouvelle-France

Grade Level: Grade 11/ Senior 3

Lesson Duration: 90 minutes

Topic Rationale:

• During the early Canadian period, Europeans set out to explore and eventually colonize North America due to an increasing need to gain power over European countries. (Shaping Canada p.52- 55)

• Since Mercantilism formed the foundation of European economies, the need for a steady supply of raw materials was essential to support their growing empire. Considering this, North America was an attractive source for raw materials and to develop new settlements. (Shaping Canada, p.55)

• For Early Europeans to survive in a new land, they needed to form a relationship with First Nations peoples. First Nations peoples understood the land, new the geography and already had developed trade routes and effective methods of transportation. (Shaping Canada, p.55)

• Despite challenging historical battles, French Canadian culture, traditions and history (descendents from people of Nouvelle-France) -continue to thrive in North America today (Shaping Canada, p.75)

• French Canadian and First Peoples-First Nations, Inuit and Métis cultures continue to co-exist.

Essential Question(s):

• 1.2: Why did the French and other Europeans come to North America and how did they interact with First Peoples? (Shaping Canada, p.49)

Enduring Understanding(s):

• 1. Canadian institutions and culture reflect Canada’s history as a former colony of France and of Britain.

• 2. The relation-building process between the Europeans and First Nations, Métis and Inuit peoples tells the story of Canada as the nation moves from an autonomous co-existence, to colonialism, collaboration and eventually the restoration of a nation.

Lesson Objectives and Outcomes (Knowledge, Skill, Attitude, Social Participation):

Students will:

• Activate and extend prior knowledge of first contact between First Nations and Early European settlers. (Knowledge)

• Be able to discuss and relate new knowledge and understandings to previous knowledge and understandings of European first contact. (Knowledge, Skill)

• Be able to work individually or in pairs to answer questions about Nouvelle-France. (Skill)

• Show appreciation and demonstrate respect for the event that occurred as a result of Europeans settling in Nouvelle-France. (Attitude)

• Respect the impact that first contact had on the First Nation Peoples. (Attitude)

• Demonstrate a positive attitude towards working and discussing the events of this time period in small and whole group discussions, and will work respectfully and effectively. (Social Participation)

Learning Resources:

• Shaping Canada Our History: from our beginnings to the present, Cluster 1, Chapter 2, The First Peoples and Nouvelle-France (to 1763)

• Video, Canada: A Peoples History, Episode 2,

• LAPS Handout from Success for all Learners, Chapter 6, p. 108. (Appendix A)

• Anthology of Social Studies: Volume 2, Issues and strategies for secondary teachers,

• Independent self-reflection work sheet (Appendix B)

• canadiana.ca/hbc/intro_e.html (Appendix C)

Lesson Introduction: (5 min.)

• Students will explore the essential question by working through a series of activities that will provide a demonstrated understanding of when and why the first Europeans came to North America and how they interacted with First Peoples.

• Students will develop an understanding of the relationship that developed and evolved between the first Europeans who arrived in North America and the First Peoples who were already living in North America.

• Highlights from the previous lesson about First Peoples, i.e. Historical Thinking Concepts (HTC’s) already learned will be discussed to stimulate student thinking prior to the activating strategy.

• Students will receive a LAPS handout (Appendix A) that they will complete during the video and receive instruction as to the process that will occur to complete it during the video.

Activating Strategy: (20 min.)

• The teacher briefly explains the video students will be watching (5 min.)

o Listen to the teacher

o Students will watch Canada: A People’s History-Episode 2, (15 min.)

o Enjoy the presentation

o Share their finished work with class members

o LAPS form is distributed to students

• During the video, students will answer the first two sections of the LAPS

First Listen

o Ask questions about what they hear in the video

o Picture what you hear and draw it

o Summarize what they have heard

• Once task is completed students will share with classmates.

• This activity will appeal to differentiated learning styles i.e. visual/auditory learners.

Students will view video, so that they can have a visual sense of First Nations contact with Europeans. This video will help them acquire new knowledge in the understanding of how Europeans, French and First People’s began the process of shaping Canada’s identity.

Bringing HTC’s into consideration when we study First Nations relations with the Europeans and the French, the instructor explains the following (10 min.)

Identifying Continuity and Change

o Understanding continuity and change in terms of placing ourselves in time, helps us understand the historical journey that have lead us to our present life.

o Exploring what has changed in history and remains the same over periods in history, helps us understand the reasons why things are they way they are today.

o i.e. of question With the arrival of the first Europeans in North America, what practices (i.e. business and trade, mercantilism) stayed the same, and what practices changed during the contact period.

• Cause and Consequence

o Teacher will explain cause and consequence in historically thinking about Nouvelle France and Europeans in colonizing North America.

o There is usually more than one cause for an event to occur. Causes can stem from more than one event and a series of short-term actions.

o Causes create consequences that are intentional and not intentional.

o Either way new events and situations occur.

o Who or what brought about Europeans to explore new territory in North America?

The following activity will allow students to consider the two historical thinking concepts, when researching and planning how they want to put their interpretive story together (their play) on European and French relations with First Peoples.

Acquiring Strategy:

Conceptualizing Storyboard for Film project:

• Students will be given the opportunity to become producers of their own Historical Video.

• Students must consider Historical Thinking Concepts while developing the video.

• The teacher will go over Historical Thinking Concepts prior to beginning.

• Students will work in groups of four-six to produce a historical video based on Chapter two of the text: Europeans Arrive

• To begin students will be given four topic choices to choose from to prepare their video. These topics are based on the text in Chapter two. Students will be encouraged to do further research on their topic.

o Topic 1: The Right to Own Land: A Historical Perspective

o Topic 2: The Effects of Exploration and Colonization on First Peoples

o Topic 3: How the Fur Trade developed Canada

o Topic 4: Exploration of New France

If students have other topics that they would like explore for their video, they can discuss with the teacher.

Closing:

• Each group will pick their topics and start to prepare an outline for their project. Points to consider:

o What is the topic and story that your group would like to tell?

o Who are the historical characters that are represented in the video?

o What is their predicament in the video?

o Will the group need any basic props? Costumes, materials, tools.

o What is the job of each group member in preparation of the video?

o Script writing, script editing, getting props.

o Characters

• Students are expected to work in a collaborate nature in creating a storyboard for their video.

• Students will then assign themselves the various duties needed to produce the video.

• Students will be given four classes (90 minute periods) to work on this project. The remaining time needed to complete the project will be done during the student’s own time.

• Students will show their videos to their class members.

Homework:

• Students will be required to do further reading and researching of information in order to help them prepare for their video project.

• Students will be asked to complete the Individual Self-Reflection Form (Appendix B)

Assessment/ Evaluation of Lesson:

• The teacher will periodically check with students on their progress on the video project to make sure that they are on task and that there is a consensus on sharing of duties.

• This project will be marked for summative assessment out of 50 marks.

• Students will be asked to fill out an exit slip on completion on the project.

• Students will also complete a peer evaluation of member participation that will be used as formative assessment for the teacher.

• Students will hand in the LAPS sheet for the teacher to use as formative assessment.

Reflections on the lesson:

• Were everyone’s learning differences and intelligences addressed?

• Was the video effective?

• Was the group work effective?

• Were expectations clearly explained?

• Were any of the learning objectives not met?

• How could this lesson be improved for next session?

Name________________ Appendix B

Date_________________

Individual Self-Reflection

What did you learn from the project as an individual?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What were your specific responsibilities as a member of a collaborative group?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What was a strength of your assignment?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What was a weakness of your assignment?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Do you feel you used class time wisely during the film making process? Why or why not?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What mark percentage would you assign yourself overall? ______ /100

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download